1 Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards WAC Standards The items below indicate the candidate s estimated level of achievement and/or competency. The knowledge and skills evaluated are areas of competence for the Residency-Level Benchmarks for School Counselors Standards reflected in WAC A-270 (a) (5) [Rev. 12/3/04]. STANDARD 1: Foundations of the School Counseling Profession Certified school counselors design, deliver, and evaluate student-centered, data-driven school counseling programs that advance the mission of the school in light of recognized theory, research, exemplary models, community context, and professional standards. 1. Articulates key features, benefits, goals, and objectives of a comprehensive school counseling program; 2. Conducts counselor time utilization activity according to national ASCA model; 3. Collects and analyzes data to determine impact of school counselor program on student achievement; 4. Articulates and documents how the school counseling program and counselor activities support the mission of the school and impact student learning; 5. Demonstrates understanding of school district policies and procedures regarding counseling activities, student behavior, and general operation of the school; 6. Demonstrates understanding of School Improvement Plan (SIP) processes and how it relates to the school counseling program; 7. Uses school report card, other data, and SIP to design systemic interventions based on research and theory. STANDARD 2: School Counseling and Student Competencies Certified school counselors know and can integrate academic, career, and personal/social student competencies, including Washington State Learning Goals and Essential Academic Learning Requirements, into the school counseling program; can teach counseling and guidance-related material by using effective curriculum, instructional strategies, and instructional management; support teachers and parents in helping students develop knowledge and skills for learning, living and working; and provide information about best practices to a school community. 8. Identifies needs of students in academic, career, personal, and social domains and determines positive impact on student learning; 9. Demonstrates knowledge and skills in curriculum development, instructional and assessment practices, and classroom management;
2 Standards for School Counseling Page Uses student records to assist students and their parents/guardians to align academic and career expectations; 11. Knows and integrates academic, career, and personal/social student competencies, including Washington State Learning Goals, Essential Academic Learning Requirements, and Grade Level Expectations, into the school counseling program; 12. Guides individuals and groups of students through the development of educational and career awareness and/or plans in order to develop knowledge and skills for learning, living, and working; 13. Promotes academic rigor and helps prepare students for successful transitions to the next level of schooling from kindergarten to high school and beyond; 14. Assists teachers with infusing effective skills and career development, e.g., problem solving, goal setting and decision making; 15. Able to design needs assessment, analyze results, and use data to set priorities. STANDARD 3: Human Growth and Development Certified school counselors apply comprehensive, in-depth knowledge of human growth and development to improve student learning and well-being and to enhance resiliency; provide guidance to parents and teachers about developmentally appropriate practices that support students throughout their schooling experience. 16. Demonstrates comprehensive, in-depth knowledge of human growth and development to improve student learning and well-being; 17. Provides guidance to parents and caregivers about developmentally appropriate practices that support students to motivate and nurture growth in academic, career, and personal/social domains; 18. Consults with staff and families about developmental needs of students and increases resiliency of students through development of skills in academic, career, and personal/social domains and enhances personal connections to school, family and community; 19. Applies knowledge of learning theory, including styles, modalities, and multiple intelligences. STANDARD 4: Counseling Theories and Techniques Certified school counselors demonstrate an understanding of established and emerging counseling theories through effective use of individual and group techniques for working with a diverse population. 20. Counsels individual students and small groups of students using appropriate theories and techniques with respect to each diverse learner; 21. Uses counseling strategies to help students so they can be emotionally and socially prepared to maximize their instructional time; 22. Applies career development theory in educational planning; 23. Articulates a personal and professional belief statement and counseling philosophy; 24. Demonstrates a knowledge of mental health disorders, including substance abuse, and knows how and when to make referrals; 25. Uses counseling strategies that maximizes students success and instructional time.
3 Standards for School Counseling Page 3 STANDARD 5: Equity, Fairness, and Diversity Certified school counselors value and show respect for all members of the community; demonstrate fairness, equity, and sensitivity to every student; advocate for equitable access to instructional programs and activities; use data for designing and implementing plans that remove barriers to learning; and help to close achievement gaps among sub-groups of students. 26. Models, demonstrates, and advocates for fairness, equity, sensitivity, and respect for students, staff, parents/caregivers, and community members; 27. Advocates for equitable access to instructional programs and activities through the design and implementation of plans that remove barriers to learning; 28. Disaggregates data to identify areas where students may be negatively impacted by school practices and policies and proposes solutions; 29. Demonstrates an awareness of school climate and how it impacts student learning, especially for families and students who have been historically disadvantaged and marginalized; 30. Demonstrates knowledge and awareness of special education and IEP goals and objectives. STANDARD 6: School Climate Certified school counselors work to establish and foster a safe, inclusive, and nurturing learning environment for students, staff, and families and use strategies designed to prevent or resolve problems that could limit or diminish the capacity of students to learn and achieve at their highest levels. 31. Advocates for a safe, inclusive, nurturing, and intellectually stimulating learning environment; 32. Demonstrates knowledge of current law and best practices in the prevention of bullying/harassment, violence, and substance abuse as barriers to student learning; 33. Can articulate the school counselor s role as an active participant in the school improvement planning process to ensure a school climate that supports equitable learning for all students; 34. Understands the site s comprehensive safe schools plan and the role of staff, students, families, and community in this process, including peer helper and student leadership programs; 35. Facilitates new student integration into the school environment; 36. Demonstrates knowledge of the strategies and methodologies designed to prevent or resolve problems that could limit or diminish the capacity of students to learn at their highest potential, achieving their highest goals; 37. Collects and analyzes data regarding physical, social, psychological, and intellectual safety of the school environment; 38. Models caring, acceptance, communication, and human relations skills to students, staff, parents, and community; 39. Demonstrates knowledge of ways to identify child neglect and physical, sexual, and emotional abuse. Knows mandated child abuse reporting laws. Understands the impact of abuse on student learning and behavior. Has knowledge of child abuse prevention programs. Can provide teachers with information on the effects of abuse on the classroom environment and best practices for teaching children who have been the victims of child abuse.
4 Standards for School Counseling Page 4 STANDARD 7: Collaboration with School Staff, Family, and Community Certified school counselors work collaboratively with school staff, families, and community members to achieve common goals for the education of students, improvement of schools, and advancement of the larger community; know appropriate behavior management strategies and can team with staff and families to improve student achievement; and use their knowledge of community resources to make appropriate referrals based on the needs of students. 40. Recognizes and fosters the value of community involvement in the schools and the design of effective methods for formal and informal written and oral communication; 41. Demonstrates knowledge of effective methods for consultation; 42. Accesses appropriate social service providers; 43. Develops appropriate strategies to promote effective, positive support plans for students; 44. Reduces barriers to student learning through direct referred services and/or in-district options; 45. Provides support for students in crisis situations with a calm, effectual, and ethical manner consistent with school policies and procedures; 46. Works with teachers and administrators to promote and support behavior management strategies; 47. Regularly attends counseling staff meetings and other counseling-related meetings; 48. Demonstrates knowledge of commonly used medications for school-aged children; 49. Adheres to laws and regulations governing limits of information sharing. STANDARD 8: Information Resources and Technology Certified school counselors select and use informational resources and technology to facilitate delivery of a comprehensive school counseling program that meets student needs and skillfully uses technology to enhance communication. 50. Demonstrates proficiency in word processing, presentation software, database use, and utilization of search and navigation skills related to school counseling; 51. Selects and utilizes technology to facilitate delivery of a comprehensive school counseling program that meets student needs; 52. Utilizes technology to strengthen communication with staff, families, and community. STANDARD 9: Student Assessment and Program Evaluation Certified school counselors understand the basic principles and purposes of assessment; collect and utilize data; regularly monitor student progress and are able to communicate the purposes, design, and results of assessments to various audiences; know basic principles of research design, action research, and program evaluation for purposes of program improvement and accountability. 53. Assesses, interprets, and communicates results to students, faculty, and parents and community with respect to aptitude, achievement, interests, and learning styles; 54. Utilizes assessment tools, individual planning skills, and counseling to facilitate informed choices (aptitude, interest, academics, and careers); 55. Collaborates with staff concerning assessment of students with special needs;
5 Standards for School Counseling Page Interprets results of Washington Assessment of Student Learning (WASL) and/or other informal/formal assessments to a variety of audiences; 57. Uses data to identify and support students at risk of school failure; 58. Articulates the basic principles and purposes of program evaluation; 59. Identifies a closing the gap activity, articulates a tentative hypothesis, and proposes a research-based intervention. STANDARD 10: Leadership and Advocacy Certified counselors support practices and policies that promote academic rigor: skills for learning, living, and working; provide leadership that enhances student academic, career, and personal/social development and advocate for guidance as an integral part of a school's educational system; model practices that help students, parents, teachers, and policy makers understand how curriculum, instruction, and assessment can help students see the relationship between effort, performance, and success beyond high school. Certified school counselors help promote understanding of graduation requirements, WASL scores, and development of the high school and beyond plan. 60. Contributes to the school improvement planning process; 61. Facilitates understanding the link between curriculum, instruction, and assessment to student effort, performance, and success beyond high school; 62. Works with colleagues to provide an effective learning climate within classrooms and the school; 63. Promotes active student and parent/guardian engagement in educational planning; 64. Practices effective listening, conflict resolution, and group facilitation skills as a team member; 65. Conducts meaningful trainings, in-services, or presentations based on assessed needs; 66. Promotes best practices in, and advocates for, professional school counseling; 67. Advocates for balanced interventions that support needs of the whole child. STANDARD 11: Professionalism, Ethics, and Legal Mandates Certified school counselors develop a professional identity congruent with knowledge of all aspects of professional functions, professional development, and state and national school counselor organizations. They adhere strictly to the profession s codes of ethics, especially those that have been established by the American Counseling Association (ACA), the American School Counselor Association (ASCA), the National Board for Certified Counselors (NBCC), and other relevant codes of ethics. They are familiar with state and federal policies, laws, and legislation relevant to school counseling. 68. Writes and speaks effectively in formal and informal communications; 69. Demonstrates professional and responsible work habits; 70. Follows the current ASCA Guidelines For Practice and ACA Code of Ethics; 71. Demonstrates knowledge of local, state, and federal policies and laws relevant to school counseling including FERPA (Family Educational Rights and Privacy Act) and HIPAA (Health Insurance Portability and Accountability Act); 72. Maintains current knowledge and skills through on-going reading, professional development, and participation in professional organizations;
6 Standards for School Counseling Page Provides for a safe, confidential setting in which students can present their needs and concerns; 74. Promotes appropriate use of assessment tools and presentation of relevant, unbiased data. STANDARD 12: Reflective Practice Certified school counselors integrate knowledge, skills, and life experiences to respond effectively to new or unexpected critical events and situations; serve as change agents by using their understanding of schools as social, cultural, and political systems within a larger organizational context; monitor practice with continuous, in-depth reflection; and make adjustments as needed. 75. Reflects on and provides thoughtful rationales for his/her school counseling decisions; 76. Actively solicits and uses feedback for continuous improvement on his/her school counseling practice; 77. Evaluates critical events and responds effectively and efficiently; 78. Demonstrates knowledge of systems and organizational change theory to promote engaging learning environments; 79. Develops a Draft Professional Growth Plan.
7 Standards for School Counseling Page 7 The following are the school counseling standards for the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These are the 2009 standards. CACREP Standards Students who are preparing to work as school counselors will demonstrate the professional knowledge, skills, and practices necessary to promote the academic, career, and personal/social development of all K 12 students. In addition to the common core curricular experiences outlined in Section II.F, programs must provide evidence that student learning has occurred in the following domains. FOUNDATIONS A. Knowledge 1. Knows history, philosophy, and trends in school counseling and educational systems. 2. Understands ethical and legal considerations specifically related to the practice of school counseling. 3. Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. 4. Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. 5. Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. 6. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. 7. Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events. B. Skills and Practices 1. Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. 2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge 1. Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students.
8 Standards for School Counseling Page 8 2. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. 3. Knows strategies for helping students identify strengths and cope with environmental and developmental problems. 4. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling. 5. Understands group dynamics including counseling, psycho-educational, task, and peer helping groups and the facilitation of teams to enable students to overcome barriers and impediments to learning. 6. Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention. D. Skills and Practices 1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. 2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. 3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. 4. Demonstrates the ability to use procedures for assessing and managing suicide risk. 5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. DIVERSITY AND ADVOCACY E. Knowledge 1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. 2. Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. 3. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families. 4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement.
9 Standards for School Counseling Page 9 F. Skills and Practices 1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. 2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. 3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. 4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. ASSESSMENT G. Knowledge 1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, and childhood depression) that may affect the personal, social, and academic functioning of students. 2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs. 3. Identifies various forms of needs assessments for academic, career, and personal/social development. H. Skills and Practices 1. Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. 2. Selects appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development. 3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 4. Makes appropriate referrals to school and/or community resources. 5. Assesses barriers that impede students academic, career, and personal/social development. RESEARCH AND EVALUATION I. Knowledge 1. Understands how to critically evaluate research relevant to the practice of school counseling. 2. Knows models of program evaluation for school counseling programs. 3. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g.,
10 Standards for School Counseling Page 10 behavioral observation, program evaluation). 4. Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). 5. Understands the outcome research data and best practices identified in the school counseling research literature. J. Skills and Practices 1. Applies relevant research findings to inform the practice of school counseling. 2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. 3. Analyzes and uses data to enhance school counseling programs. ACADEMIC DEVELOPMENT K. Knowledge 1. Understands the relationship of the school counseling program to the academic mission of the school. 2. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. 3. Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material. L. Skills and Practices 1. Conducts programs designed to enhance student academic development. 2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. 3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. COLLABORATION AND CONSULTATION M. Knowledge 1. Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. 2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. 3. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students.
11 Standards for School Counseling Page Understands systems theories, models, and processes of consultation in school system settings. 5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. 6. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, and peer tutoring) and how to coordinate them. 7. Knows school and community collaboration models for crisis/disaster preparedness and response. N. Skills and Practices 1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. 2. Locates resources in the community that can be used in the school to improve student achievement and success. 3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. 4. Uses peer helping strategies in the school counseling program. 5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. LEADERSHIP O. Knowledge 1. Knows the qualities, principles, skills, and styles of effective leadership. 2. Knows strategies of leadership designed to enhance the learning environment of schools. 3. Knows how to design, implement, manage, and evaluate a comprehensive school counseling program. 4. Understands the important role of the school counselor as a system change agent. 5. Understands the school counselor s role in student assistance programs, school leadership, curriculum, and advisory meetings. P. Skills and Practices 1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. 2. Plans and presents school counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).
12 Standards for School Counseling Page 12 Conceptual Framework Standards Conceptual Framework and Assessment The conceptual framework for school counseling and school psychology outlines specific competencies based on our national accreditation bodies. CWU school counseling candidates value and have demonstrable skills in nine identified content areas. These are derived from the National Model and the content domains recommended by the Council for Accreditation of Counseling and Related Educational Programs (CACREP): Contextual Dimensions: Candidates must possess the knowledge of strategies and the skills that promote, develop, and enhance effective teamwork within the school and the larger community. Knowledge and Skills for the Practice of School Counseling: o Guidance Curriculum Candidates can present instruction through K-12 classroom and group activities. o Individual Student Planning Candidates can coordinate ongoing systemic activities designed to assist students individually in establishing personal goals and developing future plans. o Responsive and Preventive Services Candidates run activities that meet individual students immediate needs through counseling, consultation, referral, peer helping or information. They will also create preventive services to potential problems at their campuses (Brown, 2006). Research and Evaluation: We expect CWU school counselor candidates will not only become knowledgeable about the design and delivery of comprehensive, developmental school counseling programs, but they will also develop the research and evaluation skills necessary to design and implement outcome evaluation studies. Human Growth and Development: School counselors will be able to create ageappropriate interventions for children, adolescents, and adults according to their physical, emotional, and intellectual needs. Social and Cultural Foundations: School counselors are aware of diversity issues in all groups and successfully identify the ways in which cultural factors change group dynamics. The school counselor has the skills and knowledge to adapt an intervention to meet the needs of diverse students. Counseling Relationships: Successful candidates will demonstrate successful interventions for individuals, groups, and families. Lifespan Career Development: Successful candidates will demonstrate appropriate ways to identify student interests, abilities, and motivation for career development. Appraisal: Candidates will demonstrate the appropriate interview, testing, diagnosis, and treatment plan skills. Professional Orientation: Candidates can articulate the role of school counselors in Washington State and are advocates for our profession.
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
STANDARDS FOR SCHOOL COUNSELING PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CURRICULAR STANDARDS
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
STUDENT HANDBOOK Valdosta State University School Counseling Program M.Ed/Ed.S www.valdosta.edu/schc 2012-2013 Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 The Official
Ohio Standards for the School Counseling Profession School counselor performance standards align with the American School Counseling Association (ASCA) National Model and contain the basic standards of
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling
Eastern Kentucky University Department of Counseling and Educational Psychology Department (CEP) Syllabus for COU 814: Organizational and Administration of Guidance (3 credit hours), Fall 2010 Catalogue
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling
The Framework for Elementary and Secondary School Counselor Preparation Program Guidelines November/2013 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333
Graduate Counseling Programs 2013-14 Student Handbook Department of Psychology Table of Contents 2 4 Mission Statement & Objectives 4 CACREP Standards 4 Common Core Curricular Areas 7 Clinical Mental Health
The Framework for Elementary and Secondary School Counselor Preparation Program Guidelines March 2014 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
California Standards for the School Counseling Profession ORGANIZATION The School Counselor professional Standards are organized into six areas: Engage, Advocate for and Support All Students in Learning;
PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs Diversity & Inclusiveness to work in diverse settings to promote
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
REGULATION Related Entries: IJA Responsible Office: Special Education and Student Services MONTGOMERY COUNTY PUBLIC SCHOOLS IJA-RA School Counseling Programs and Services I. PURPOSE A. To ensure that a
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education
Northeast K-12 Comprehensive Guidance and Counseling Program Foundation Philosophy The foundation of the Northeast School counseling program is developmental and preventative in design for all students.
School Counselor (501) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES
Practicum Evaluation Addendum for MSW Students Pursuing School Social Work Certification Academic Year: NOTE: This evaluation should be completed only ONCE, at the end of the Practicum experience. Student:
Practicum Educational Contract Addendum for MSW Students Pursuing School Social Work Certification Academic Year: Student: Student UW Email: Practicum Agency: Practicum Instructor: Practicum Instructor
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
Glossary for the Arizona Professional School Counselor Evaluation Accountability: Responsibility for one s actions, particularly for objectives, procedures and results of one s work and program; involves
SCHOOL COUNSELING MISSION STATEMENT The mission of the counselors at Dexter High School is to provide high quality, comprehensive school counseling services to all students. Our program, as guided by the
1 REVISOR 8710.6400 8710.6400 SCHOOL COUNSELOR. Subpart 1. Scope of practice. A school counselor is authorized to provide to kindergarten through grade 12 students school counseling services that focus
Rise Indiana School Counselor Rubric 1 Domain 1: Academic Achievement 1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders To Enhance Student
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
Child Development Standard I: Social Workers/Psychologists demonstrate mastery of and expertise in the domain for which they are responsible Element a: School social workers/psychologists demonstrate knowledge
EVALUATION RUBRICS FOR COUNSELORS Standards & Elements The evaluation system for school counselors is based on 5 Standards and 13 Elements. These Elements describe important competencies of effective school
Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are properly
The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
ILLINOIS STATE BOARD OF EDUCATION Draft Illinois Content-Area Standards for School Counselor School Nurse School Psychologist School Social Worker Director of Special Education Division of Professional
+ NORTH CAROLINA PROFESSIONAL SCHOOL COUNSELING STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the
Eugene School District 4J Professional School Counselor Rubric Using leadership, collaboration and advocacy, the Professional School Counselor plans, delivers, manages and promotes a comprehensive guidance
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
EDUC 706/Leadership and Collaboration in School Counseling Summer 2013 Syllabus Online and CCEE 100 June 20, 2013 July 23, 2013 Tuesdays and Thursdays 6:00-8:50 Program Course Information: PROGRAM: School
Draft #1 of the 2016 CACREP Standards Posted September 1, 2012 Public Comment period ends January 15, 2013 1 SECTION I: THE LEARNING ENVIRONMENT The following Standards apply to all entry-level and doctoral
Page 1 FAYETTE COUNTY BOARD OF EDUCATION Fayetteville, West Virginia Board Policy: COMPREHENSIVE SCHOOL COUNSELING PROGRAM Adopted: July 21, 2003 Revised: September 4, 2007 [Month, date], 2014 1. PURPOSE.
Ed.S. PROGRAM HANDBOOK 2013-2014 Counseling Graduate Program Norfolk Campus Department of Counseling and Human Services TABLE OF CONTENTS Topic Page Program Description 3 Scope of this Handbook 3 Mission
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or
Montana School Counseling Program Montana School Counselor Association 2004 www.mtschoolcounselor.org Foreword In June 2001, The Montana Board of Public Education published a revision of the Accreditation
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 23 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL PART 23 STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS
APPENDIX E DOMAIN A: PURPOSEFUL PLANNING 1. Utilizing Student, School, and Community Data to Plan. The school social worker does not monitor academic achievement. The social worker rarely or never uses
Master's Degree Programs in Clinical Mental Health Counseling and School Counseling Program Student Learning Assessment Plan Program Learning Outcomes Performance Indicators Assessment Measures Assessment
The Role of the Professional School Counselor The professional school counselor is a certified/licensed educator trained in school counseling with unique qualifications and skills to address all students
Purpose School Counselor (152) The purpose of the School Counselor test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
The University of Toledo Department of Counselor Education and School Psychology Spring 2008 N=12 Summary of Program Graduates Evaluations Dear Students and Graduates, this portion of the survey is strictly
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
Louisiana School Counseling Performance Evaluation Rubric The Louisiana School Counseling Performance Evaluation Rubric Guided by the input of practitioners from around the state and the framework provided
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,
Guidance and Counseling PK 12 Section 18 1 Knowledge of counseling 1. Demonstrate knowledge of major counseling theories. 2. Recognize the relationships of cultural identity, personality, learning, and
510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
LOUISIANA SCHOOL COUNSELING Performance Evaluation Rubric Reformatted for 2013-2014 The Louisiana School Counseling Performance Evaluation Rubric Guided by the input of practitioners from around the state
LEVEL 1 LICENSURE PORTFOLIO Part I Purpose Principles to Be Addressed Required Documentation Directions Entry 1: Analyzing the School Counseling Environment Candidates analyze the school counseling environment
Professional School Counselor Effectiveness Rubric 2012 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.
Program Planning & Implementation Standard 1: Rating 4 Highly Effective Rating 3 Effective Rating 2 Improvement Comprehensive School Counseling Program School counselors collaboratively plan, implement,
UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board
Student Handbook For Practicum and Internship Master of Science in Education With a Major in School Counseling Counselor Education Program University of Tennessee at Martin Department of Educational Studies
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
School Guidance and Counseling Services, Elementary, Middle, and High School This regulation implements School Board Policy 651, School Guidance and Counseling Services, Elementary, Middle, and High School,
Minnesota School Counselor Association Acknowledgements The Minnesota School Counselor Evaluation Tool was developed on the premise that all school personnel should be evaluated on standards relevant to
CLINICAL REHABILITATION COUNSELING Students who are preparing to work as rehabilitation counselors will demonstrate the professional knowledge, skills, and practices necessary to address a wide variety
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
ASCA School Counselor Competencies T he ASCA School Counselor Competencies outline the knowledge, abilities, skills and attitudes that ensure school counselors are equipped to meet the rigorous demands
Introduction The Missouri School Counselor Standards convey the expectations of performance for professional school counselors. The standards are based on teaching and counseling theory indicating that